FLIPPED CLASSROOM ACTIVITY CONSTRUCTOR – USING EXISTING CONTENT

Table of Contents IN-CLASS ACTIVITY DESIGN -1 11 SECTION SLIDE # ABOUT YOU 3 OUT-OF-CLASS SEGMENT - LEARNING OBJECTIVES 5 LEARNING OBJECTIVES OUT-OF-CLASS ACTIVITY DESIGN -1 6 OUT-OF-CLASS ACTIVITY DESIGN - 2 8 IN-CLASS ACTIVITY DESIGN -1 11 IN-CLASS ACTIVITY DESIGN -2 16 IN-CLASS ACTIVITY DESIGN -3 19 EVALUATION 20

About you I am G. Sashi Kala, Assistant Professor, Department of English, SASTRA University, Thanjavur, Tamil Nadu. Topic : Suffixes to form Verbs, Nouns, Adjectives and Adverbs

G. Sashi Kala Suffixes to form Verbs, Noun, Adjectives and Adverbs Word Building and Vocabulary English Grammar & Composition 1st Year Engineering Students Assistant Professor (SASTRA UNIVERSITY)

Out-of-class Activity Design -1 Learning Objective(s) of Out-of-Class Activity Students will be able to define ‘suffix’ identify suffixes to make verbs, nouns, adjectives and adverbs improve their vocabulary by using appropriate words in context Key Concept(s) to be covered Suffixes to make verbs Suffixes to make nouns Suffixes to make adjectives Suffixes to make adverbs

Out-of-class Activity Design -1 Additional Instructions View the following videos to know the various suffixes Suffixes to create verbs https://www.youtube.com/watch?v=TTdYfmFDIM8 Suffixes to create nouns https://www.youtube.com/watch?v=utKpBBoJtJA Suffixes to create adjectives https://www.youtube.com/watch?v=bccrgidbAJ8 Suffixes to create adverbs https://www.youtube.com/watch?v=hQbvso3C6y8 

Out-of-class Activity Design -1 Additional Instructions 1. Make a note of the various suffixes mentioned to form the other forms of words Watch the videos in order to know What is a suffix? How to form verbs, nouns, adjectives and adverbs with suffixes? a. Viewers of the videos can be tracked and those who make prompt submissions would be made team leaders for groups. b. ‘2’ additional marks will be awarded to all those students, who do the flipped classroom activity well.

Out-of-class Activity Design - 2 Main Video Source URL https://www.youtube.com/watch?v=TTdYfmFDIM8 License of Video Standard youtube Licence Mapping Concept to Video Source CONCEPT VIDEO SEGMENT DURATION (in min) Suffixes to make verbs 00:00 – 03:00 03:00 Suffixes to make nouns 00:00 – 06:41 06:41 Suffixes to make adjectives 00.00 – 07:04 07:04 Suffixes to make adverbs 00.00 – 01:49 01:49 TOTAL DURATION 25:66 Mins

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Use suffixes to form verbs class, violence different, real, adoration, deep 3 mins Watch video 1 to answer this question Use suffixes to form nouns cooperate, terminate, brave, organize safe, petrify Immediate Watch video 2 to answer this question

Out-of-class Activity Design - 3 Aligning Assessment with Learning Objective Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Use suffixes to form adjectives anxiety, honest Easy, immediacy anger, patient fortune, wisdom 3 mins Watch video 3 to answer this question Use suffixes to form adverbs extreme, care excite, perfect generous, beautiful glad, quiet Watch video 4 to answer this question Expected activity duration 12 Minutes

In-class Activity Design -1 Learning Objective(s) of In - Class Activity At the end of the class, students will be able to recognize the various suffixes identify the correct forms of words make verbs, nouns, adjectives and adverbs by adding suffixes Key Concept(s) to be covered How to change a noun into a verb How to change a noun into an adjective How to change an adjective into an adverb

In-class Activity Design -1 Peer Instruction Strategy – What Teacher Does 1. Other forms of words for individual words Pose the following PI questions at the start of the class and briefly recall the various suffixes. Q 1: What is the noun form of ‘swim’ swimming swum swimmer Swam Three separate in-class activities designed to be conducted in class Other forms of words for individual words Finding the other forms of words for a set of root words Changing the given words into nouns and adjectives EXAMPLE

In-class Activity Design -1 Peer Instruction Strategy – What Teacher Does Q 2: What is the adjective of fury? 1. furiously 2. Furious 3. Fire 4. ferocious

In-class Activity Design -1 Peer Instruction Strategy – What Teacher Does  Q 3. What is the verb form of enlightenment? 1. enlightened 2. enlightening 3. enlighten

In-class Activity Design -1 Peer Instruction Strategy – What Student Does For each question they will first vote individually. Then they will discuss with peers and come to consensus. Listen to instructors explanation. Q 1: What is the noun form of ‘swim’? – swimmer Q 2: What is the adjective of fury? – Furious Q 3. What is the verb form of enlightenment? – enlighten EXAMPLE

In-class Activity Design -2 TPS Strategy – What Instructor does 2. Finding the other forms of words for a set of root words Learning Objective Assessment Strategy Expected duration (in min) Additional Instructions (if any) Use suffixes to form verbs, nouns, adjectives and adverbs picture, processing, speak, exhibit, remember, tour, expense, favour, comforting, build, separately, astonished, inform, adventure, like,   Think Phase – 4 mins Pair Phase – 6 mins Share Phase – 5 mins 1. Draw a tabular column. 2. Identify the given words as verbs, nouns, adjectives and adverbs and write the other forms of words Expected activity duration 15 Minutes

In-class Activity Design -2 Active Learning activity(ies) that you plan to do Real world-building problem solving using Think-Pair-Share Concept clarification using Peer Instruction

In-class Activity Design -2 Explain the strategy by giving details of What Teacher will do? a. The teacher will give sentences to use suffixes to change a word both into a noun and a verb b. After Think Phase, the teacher will ask the students to vote individually. 2. What Student will do? a. The student will think and remember the various suffixes and make both nouns and verbs b. They will then share their answer and discuss.

In-class Activity Design -3 TPS Strategy – What Instructor does 3. Changing the given words into nouns and adjectives Add a suffix to the word in parenthesis to create either a verb or a noun to complete the following sentences: Q1. (electric) Most homes in that city had been ___________ by the 1920’s. The ________ of that city was started by Edison’s company but was completed by the Westinghouse company. Q 2: (simple) The ____________ of complex news issues by 24 hour news networks dumbs down political debate. Your plans are too complicated. Please ____________ them. EXAMPLE

In-class Activity Design -3 TPS Strategy – What Instructor does Q 3: (hospital) The full cost of ______________ is now paid by the federal government. Three gunshot victims were ____________ last night. Q 4 : (global) Modern technology has helped to ___________ the economy. The protestors took issue with the increasing __________ of the international monetary system. Q 5: (memory) An education should be more than the mere rote __________ of facts. The students _____________ the new vocabulary for the next week’s test.

In-class Activity Design -3 TPS Strategy – What Instructor does Think (~4 minutes) Instruction: Think individually and write the correct form of the given words both as a verb, and as a noun. EXAMPLE

In-class Activity Design -3 TPS Strategy – What Instructor does Pair (~6 minutes) Instruction: Now pair up and compare your answers. Agree on one final answer. While students are pairing and discussing, instructor goes to 2~3 sections to see what they are doing. She explains how the root word can be changed into both a noun and a verb. Like for example electric – electrification (noun) and electrify (verb) simple – simplification (noun) and simplify (verb) EXAMPLE

In-class Activity Design -3 TPS Strategy – What Instructor does Share (~8 minutes) Instructor asks a group to share their answer with class and see whether there are different answers. After sharing is done, instructor gives feedback on the correct solution as follows: Q1. (electric) Most homes in that city had been electrified by the 1920’s. The electrification of that city was started by Edison’s company but was completed by the Westinghouse company. Q 2: (simple) The simplifying of complex news issues by 24 hour news networks dumbs down political debate. Your plans are too complicated. Please simplify them. EXAMPLE

In-class Activity Design -3 TPS Strategy – What Instructor does Q 3: (hospital) The full cost of hospitalization is now paid by the federal government. Three gunshot victims were hospitalised last night. Q 4 : (global) Modern technology has helped to globalise the economy. The protestors took issue with the increasing globalisation of the international monetary system. Q 5: (memory) An education should be more than the mere rote memorization of facts. The students memorized the new vocabulary for the next week’s test. EXAMPLE

In-class Activity Design -3 Justify why the above is an active learning strategy This exercise is an active learning strategy as it uses “Think, Pair, Share” Students will greatly benefit by clarifying their doubts through peer instruction In both the above strategies students will go beyond mere listening and execution of prescribed steps. They will think deeply about the content they were familiarized in out-of-class and do higher order thinking. There will also be provided feedback (either through peer discussion or instructor summary)